Application Analysis

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Instructional Equity Audit

Understanding why disparities in achievement exist is like solving a challenging puzzle. There are many complex components that go into teaching children. Test scores are only one data point, and they usually tell the summative result of classroom instruction. To truly understand why a certain group of students is not being successful, an administrator needs to investigate and engage in honest conversations to determine the conditions and obstacles students may be facing. We no longer use the term “achievement gap” because the term implies that students aren’t performing as well as they should be and that it is their fault. Our goal is to refer to the problem in a way that holds all of us accountable for student achievement; hence, the introduction of the term “opportunity gap.” When we identify the opportunity gap, we are saying there are possible systemic obstacles that need to be addressed, so all students can be successful.

Instructional Equity Audit

Key Areas to Consider	What physical evidence should be gathered?	What questions should we ask and to whom?	What observations should we make, if any?
[Example: Clear learning objectives and expectations are communicated to students.]	[Example: · Individual teacher lesson plans · School handbook · District curriculum guide or scope and sequence · Walkthrough documentation]	[Example: To teachers – What is your process for communicating clear learning objectives? Have you ever received training regarding making learning objectives meaningful for students?]	[Example: Observe if learning objectives are written for students to see. Do students record the learning objective or discuss it in any way? Can students clearly explain the learning objective when asked by an administrator?]
Teachers have content knowledge, can identify the tested curriculum, know how to scaffold for background knowledge, and instruct in an engaging way.	·
All teachers have narrowed down the best instructional strategies for their specific students and differentiate accordingly.	·
Lessons are not so rigid that teachers are restricted from being responsive to students with diverse linguistic backgrounds, learning disabilities, or needed cultural connection.	·
Students are offered a variety of ways to interact with the instructional material.	·
School administrator or designee provide consistent and specific feedback to support instruction and teachers’ practice.	·
Students are given exposure to various cultures and ethnicities through lessons.	·
Teachers do not engage in instructional practices that no longer serve students.	·
Teachers have opportunities to collaborate and communicate regarding classroom data and best practices	·
Instructional units or lesson plans are adjusted based on assessment data and student needs.	·

What major needs are surfacing?

· Need

· Need

· Need

· Need

· Need

Which instructional model might be used to serve these needs?

[Compose 1 paragraph explaining the instructional model with rationale.]

© 2023 American College of Education	2

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You may delete the ACE logo, customize fields, delete these instructions, and delete any bracketed instructions as you polish the document as something you might produce in the real world. Use this template to develop your equity action plan using your findings from the Equity Audit Analysis in Module 1 and student performance data and Instructional Equity Audit in Module 2. Although this is not an APA-formatted paper, please include APA-formatted in-text citations and references to support your findings.

Equity Action Plan

[Your Name]

[Date]

[Compose an introduction to your action plan. The introduction should share your vision and expectation for equitable instruction.]

School Name
Mission and Vision
Student Population and Demographics

The Audit Team

[Who would you invite to participate in the audit team? Briefly describe the staff or stakeholders who will help carry out the action plan. Include important individual characteristics, skills, and roles. You may organize this information in a table.]

Data

Equity Audit

[Condense key findings from your M1 Equity Audit Analysis into this section.]

Instructional Equity Audit

[Condense the key findings from your M2 Instructional Equity Audit into this section.]

Three-Year School Performance Data

[Here, you will include an overview, screenshots, tables, graphics, or other methods of conveying critical student performance data you gathered previously in the Module 2 assignment. This section of the plan will be more robust because it is the basis of your action plan recommendations.]

Who is succeeding academically?
Who is not succeeding academically?
What are the trends?
What are the strengths?
What specific outcomes are needed?

Data Analysis

[Analyze and synthesize the data. What does the data tell you about actions needed? Compose 2-3 paragraphs accurately interpreting data with insightful and detailed assertions, supported by specific data points or trends.]

Instructional Models

[Utilize the data collected thus far to determine which of the instructional models—the Sheltered Instruction Observation Protocol (SIOP®), Universal Design for Learning (UDL), culturally responsive teaching (CRT)—would best support student needs at your school. Discuss each of the models in order of priority for your school’s needs. Provide rationale. Connect each model to your data and recommend the model for concerted focus.]

Action Plan

Objective(s)

[List 1-2 measurable objectives of the action plan. At least one objective should be to introduce or prioritize the instructional model you identified in the previous section. The objectives statement should start with a verb and be specific, measurable, achievable, relevant, and time bound.]

· Objective 1

· Objective 2 (optional)

Tasks

[Arrange tasks in chronological order. Add rows for additional tasks as needed. Ensure you’ve added enough detail in the task cell so stakeholders know exactly what will take place. Note: In the Module 3 assignment, you will develop a back-to-school professional development for your chosen instructional model, so you will include it as a task.]

Task	Responsible Person or Group	Timeline

Communication Plan

[Describe important communications required to inform stakeholders of the action plan. Arrange communication in chronological order. Add rows for additional tasks as needed.]

Audience(s)	Mode	Purpose and Information to Be Conveyed
		·
		·
		·
		·

Measuring Progress

[Refer back to your objectives and think about how you will monitor if your objectives have been met. What data will support the success of this action plan? In a 1- to 2-paragraph narrative, explain how you will monitor activities and evaluate the success of the action plan to create equity.]

Conclusion

[Compose a paragraph explaining how this action plan will contribute to equity.]

References

© 2023 American College of Education	2